Curriculum

At Lyme Brook Independent School, each pupil will have a ‘Personal Education plan’ (PEP) which outlines all plans for the young person’s education. Where appropriate, a Statement of Educational Needs or EHCP will be in place.

In the educational framework provided by Lyme Brook Independent School, there will be three designed curriculum paths, these will run for 8 – 11 year olds (KS2), 11 – 14 year olds(KS3), 14 – 16 year olds(KS4), however there is a great deal of flexibility in each pathway to allow each student to develop at an appropriate pace utilising their particular strengths and abilities.

Dedicated, creative and experienced teachers deliver a programme of study, which is designed to help the pupils to achieve the requirements set down by the National Curriculum. A variety of teaching styles are employed to ensure the acceleration of learning for each individual pupil, allowing all pupils to access the curriculum successfully.

The curriculum aims to instil a genuine love of learning and a curiosity about the world in which they live in. We achieve this by blending traditional teaching practices with the best of modern methods.

 

Curriculum Aims

  • To provide a balanced and broadly-based curriculum in line with the National Curriculum at KS2, KS3, KS4, which give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education.
  • To give the pupils opportunities to develop the prime skills of speaking and listening, as these are the essential tools for learning to read, to write, to be numerate and indeed, to be successful in virtually all the learning our children undertake at school and elsewhere.
  • To ensure that the areas of learning for pupils and the subjects and courses offered at each stage of the school:
    • Contribute effectively to their intellectual, physical and personal attainment and development
    • Are appropriate for their age and ability
    • Prepare them for the next stage of their education
  • To ensure that the curriculum is planned to provide continuity and progression of learning
  • To ensure that there is equality of access and opportunity for all pupils to learn and develop their skills to the best of their ability, and to make progress
  • To ensure that the School meets the curricular requirements of those pupils who require special provision, including learners with difficulties and/or disabilities, special educational needs, very able pupils, and those for whom English is a second language.
  • To enrich the curriculum by offering a variety of extra-curricular activities, including sport, music and drama in order to offer pupils the opportunity to develop and extend their individual talents and to increase their self-confidence, thereby providing experiences in physical, aesthetic and creative learning situations.
  • To provide a range of opportunities within the school day and the curriculum for personal, moral, cultural and social development; to teach pupils to have an awareness of their own spiritual and health development which reflects the School’s aim and ethos, to distinguish right from wrong, and to grow up committed to equal opportunities and tolerance for all.
  • To offer educational opportunities which enable pupils to be creative and to develop their own thinking and initiative to become independent learners.
  • To enable pupils to have respect for themselves and high self-esteem, and to live and work cooperatively with others in our multi-cultural British, democratic society.
  • To promote a positive attitude towards learning so that pupils enjoy coming to school, and acquire a solid basis for lifelong learning.
  • To prepare pupils for the various entrance assessments, diagnostic tests, Functional Skills, GCSE exams.
  • To offer additional opportunities and experiences to enhance learning in National Curriculum subjects.
  • To provide the learning environment to prepare for the opportunities, responsibilities and experiences of adult life and to prepare them for transition into further education and training post 16.